Becoming green, becoming leaders: Identity narratives in sustainability leadership development

Heizmann, Helena; Liu, Helena

doi:10.1177/1350507617725189

Cited by 32 publications

(22 citation statements)

References 86 publications

(140 reference statements)

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“…In order to ensure the highest degree of inter-rater reliability possible in such a situation, we discussed the abstracts that could have been coded in more than one way and made a decision between us as to where it should sit, often by reading the full paper and engaging in a further discussion. One example of such a decision took place over the examination of Heizmann and Liu’s (2018) ‘Becoming green, becoming leaders; identity narratives in sustainability leadership development’. This article could have been coded in at least three categories: leadership development, language-based studies and sustainability.…”

Section: Methodsmentioning

confidence: 99%

ReviewingManagement Learning: The field and the journal

Anderson

Thorpe²,

Coleman³

2019

Management Learning

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We trace the origins and development of the management learning movement that has come to be closely associated with the journal Management Learning and explain how ideas that shaped the creation of business schools influenced the inception of this field. We then examine themes and trends that have been prevalent in the field in the second half of the journal’s 50-year history, through an analysis of its coverage over a 24-year period from 1994 to 2018. During this time, there has been a marked shift away from an applied focus on manager and management development towards a more theoretical perspective of the field, in keeping with trends in academic journals more generally. We focus on the journal’s contribution to the scholarship of management and organisational learning through an analysis of both strong and weak themes and its most cited papers. Finally, we propose ways in which our analysis of the past might offer new ways of thinking about our scholarship and we propose a future direction for the field and the journal that connects to the original intentions to shape organisational practice in order to address broader issues of social and economic exchange.

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Section: Methodsmentioning

confidence: 99%

ReviewingManagement Learning: The field and the journal

Anderson

Thorpe²,

Coleman³

2019

Management Learning

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“…When the ambition to "change the world" is lying in wait and students are encouraged to demonstrate sustainability leadership, intense feelings of disappointment and self-doubt, possibly even despair, may be inevitable when student realize the full scope of the complex and collective responses that are required to tackle wicked problems of sustainability (cf. Heizmann and Liu, 2018). RME then also has a responsibility to at least encourage students to develop the ability to engage in self-care.…”

Section: Perspective 3: Embracing the Sdgs Comes With Emotional Affectmentioning

confidence: 99%

Bolstering responsible management education through the sustainable development goals: Three perspectives

Moratis

Melissen

2021

Management Learning

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Acknowledging the roles and responsibilities of business in society and the importance of realizing the Sustainable Development Goals (SDGs), contemporary management education is characterized by the integration of a rich palette of initiatives in the field of Responsible Management Education (RME). It is important though to recognize that these initiatives, however laudable, so far represent rather basic, and thus insufficient, ways of truly integrating sustainability into management education. This Provocation to Debate essay therefore identifies three perspectives for bolstering RME through the SDGs: (1) addressing the fact that SDGs incorporate trade-offs, tensions, and paradoxes; (2) realizing the SGDs implies engaging in systemic activism; and (3) embracing the SDGs comes with emotional affect. As such, this essay is an invitation to critically reflect on the roles and contents of management education in spurring sustainable development and to engage in a meaningful discussion about the value and the limitations of the SDGs for advancing the RME agenda.

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“…Multidisciplinary curricula, as opposed to interdisciplinary, create challenges because students view sustainability as outside the normal realm of their own discipline and they cannot draw a clear connection to others' perspectives about sustainability [5,7]. Yet, complex sustainability-related challenges (e.g., climate change) will require current and future leaders, regardless of disciplinary background, to demonstrate and apply an interconnected, interdisciplinary understanding of the challenges of using STEM competencies [8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Evaluating STEM-Based Sustainability Understanding: A Cognitive Mapping Approach

et al. 2021

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Management education holds promise for addressing deficiencies in interuniversity science, technology, engineering, and mathematics (STEM), as well as sustainability curricula. Accordingly, we designed, developed, implemented, and longitudinally evaluated interdisciplinary STEM-based curricula in the United States. Students in five sections of business management courses and two sections of STEM courses received a STEM-based sustainability intervention (i.e., an interdisciplinary STEM and sustainability module). To assess student outcomes following the intervention and examine the feasibility of cognitive mapping as a student learning assessment tool, we implemented a pre- and post-course modified cognitive mapping assessment in treatment and comparison courses. To interpret the results, we ran descriptives, correlations, paired sample t tests, and principal component analysis. The t tests suggest that when all coding categories are considered, those participating in curricular interventions listed significantly more sustainability terms. The principal component analysis results demonstrate that treatment courses improved variability explained by 7.23% between pre- and post-tests but declined by 8.22% for comparison courses. Overall, linkages became stronger between parent code categories for treatment courses and weaker for comparison courses. These findings add to existing research related to cognitive mapping and demonstrate the ability of the method to capture changes in student outcomes after exposure to STEM-based sustainability curriculum.

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Becoming green, becoming leaders: Identity narratives in sustainability leadership development

Cited by 32 publications

References 86 publications

ReviewingManagement Learning: The field and the journal

ReviewingManagement Learning: The field and the journal

Bolstering responsible management education through the sustainable development goals: Three perspectives

Evaluating STEM-Based Sustainability Understanding: A Cognitive Mapping Approach

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